Pláticas as Feminista cultural practice and design methodology for being and becoming with mathematics

Publication Date

1-1-2023

Document Type

Article

Publication Title

International Journal of Qualitative Studies in Education

DOI

10.1080/09518398.2023.2181442

Abstract

Chicana/Latina Feminist frameworks that center the lived experiences of Chicanas/Latinas/Mexicanas have helped to reshape profoundly the ways we think about the role and centrality of culture and identity in methods and methodology. However, this rich Chicana/Latina feminist cultural methodological and analytical framework has not been leveraged in conjunction with disciplinary learning, particularly in teacher education and teacher learning. This article is concerned with understanding how a rich cultural practice, feminista pláticas, can serve both as a cultural context for learning, as well as a tool for organizing human activity in which cultural ways of learning are centered. In this paper, through an empirically-informed vignette we show how feminista pláticas help organize participation in ways that make cultural knowledge a resource for future action towards equitable and justice-oriented math teaching and learning.

Keywords

Chicana/Latina feminist perspectives, Feminista pláticas, justice, math learning

Department

Teacher Education

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